Promoting Institutional Change to Strengthen Science Teacher Preparation

该项目是全国州立大学和土地赠与学院协会(NASULGC)和两个以学科为基础的组织--物理教师教育联盟(PhysTEC/PTEC，美国物理学会和美国物理教师协会的努力)和美国化学学会--之间为期三年的合作伙伴关系。该项目的愿景是创建一个庞大而持久的全国高校网络，这些高校成功地克服了困难的制度限制，建立了强大、有效和持续良好的科学和数学高中教师预备计划-这些计划成功地满足了各自州和全国对有成就的科学和数学教师的需求。这项工作的核心目标是：a.建立和支持由多达50个校长、校长、教师和他们指定的人组成的全国领导网络，他们在各自机构积极改善数学和科学教育--特别是教师教育；b.增加为教师准备工作作出贡献的学科教员人数，并通过系间、学院间和学校与大学的伙伴关系，承担更大的责任，指导和引导初任教师以及职业教师的专业发展；C.解决并取得明显的进展，以克服阻碍大学加强其科学教师培训计划的能力的挑战；d.广泛传播从该项目和其他相关项目中学到的结果和教训，特别是关于以下方面的经验教训：(1)机构政策和做法的变化，以加强科学教师培训计划并增加学科教师的参与；(2)示范科学教师培训计划的计划特点；(3)成功的诺伊斯奖学金计划的特点；(4)确保最高领导层持续和积极地致力于使教师准备--特别是在科学和数学方面--成为一项中央大学事业；(5)学科学会在加强科学教师准备和支持实习教师方面发挥作用；以及(6)国家政策努力，以促进改善科学教师准备工作，消除阻碍从事教学事业的因素；以及e.为MSP和Noyce奖学金计划国家网络提供支持，促进这些和其他科学和数学教育计划网络之间的交流。

This project is a three-year partnership between the National Association of State Universities and Land Grant Colleges (NASULGC) and two discipline-based organizations, the Physics Teacher Education Coalition (PhysTEC/PTEC, an effort of the American Physical Society and the American Association of Physics Teachers) and the American Chemical Society. The project vision is the creation of a large and enduring national network of colleges and universities that have successfully negotiated difficult institutional constraints to establish strong, effective, and well-sustained high school teacher preparation programs in science and mathematics - programs that respond successfully to the need for accomplished science and mathematics teachers in their states and throughout the country. Core objectives of the work are to: a. Create and support a national leadership network from up to 50 institutions of presidents, chancellors, provosts and their designees who are active at their institutions in improving mathematics and science education - and especially teacher education; b. Increase the number of disciplinary faculty who are contributing toward teacher preparation and who, through inter-departmental, inter-college and school-university partnerships, assume increased responsibility for the mentoring and induction of beginning teachers and the professional development of career teachers; c. Address and make demonstrable progress toward overcoming the challenges that impede the ability of universities to strengthen their science teacher preparation programs; d. Widely disseminate the results and lessons learned from this and other related projects, especially the lessons learned about: (1) changes in institutional policies and practices that enhance science teacher preparation programs and increase the participation of disciplinary faculty; (2) the programmatic features of exemplary science teacher preparation programs, (3) the features of successful Noyce Scholarship Programs; (4) securing the ongoing and active commitment of top institutional leadership to making teacher preparation - particularly in science and mathematics - a central university enterprise; (5) the role of the disciplinary societies in strengthening science teacher preparation and in the support of practicing teachers; and (6) state policy efforts that can facilitate improvement of science teacher preparation and that remove the disincentive for pursuing a career in teaching; and e. Provide support to the national networks of MSP and Noyce Scholarship programs, facilitating communication across these and other networks of science and mathematics education programs.